Kesan Pembelajaran Berasaskan Amali Melalui Sel Bahan Bakar Mikroorganisma (MFC) dalam Meningkatkan Pengetahuan Kelestarian Alam Sekitar dan Kemahiran Manipulatif Murid

[The Impact of Practical-Based Learning Through Microbial Fuel Cell (MFC) on Enhancing Students’ Environmental Sustainability Knowledge and Manipulative Skills]

Abstract

Abstrak: Ketidakseimbangan antara keperluan pembangunan negara dan keperluan mendesak terhadap kelestarian alam sekitar menuntut anjakan paradigma dalam pendekatan pengajaran dan pembelajaran sains di sekolah. Selaras dengan aspirasi Kurikulum Standard Sekolah Menengah (KSSM) dan Dasar Pendidikan Kebangsaan yang menekankan integrasi pendidikan kelestarian serta pengupayaan teknologi hijau, kajian ini menilai keberkesanan pembelajaran berasaskan amali menggunakan teknologi Sel Bahan Bakar Mikrob (Microbial Fuel Cell, MFC) terhadap pengetahuan kelestarian alam sekitar dan kemahiran manipulatif dalam kalangan murid Tingkatan Empat. Kajian ini dijalankan bagi mengatasi isu utama dalam pendidikan sains sekolah menengah, iaitu kekurangan pengetahuan tentang kelestarian alam sekitar dan tahap kemahiran manipulatif yang rendah. Kajian ini menggunakan reka bentuk pra-eksperimen satu kumpulan dengan penaksiran pra dan pasca ujian. Seramai 45 orang murid daripada dua buah sekolah menengah di Pulau Pinang telah dipilih secara bertujuan sebagai sampel kajian. Instrumen merangkumi ujian pengetahuan kelestarian alam sekitar dan rubrik penaksiran kemahiran manipulatif, manakala data dianalisis melalui ujian-t berpasangan menggunakan perisian SPSS versi 27.0. Dapatan menunjukkan peningkatan signifikan dalam kedua-dua domain selepas intervensi (p<.05), menolak hipotesis nol. Penemuan ini membuktikan keberkesanan pendekatan pedagogi kontekstual berasaskan MFC bukan sahaja dalam memperkukuh kefahaman terhadap isu kelestarian, malah meningkatkan kecekapan saintifik murid sejajar dengan hasrat membentuk generasi lestari berkemahiran tinggi. Implikasi kajian mencadangkan pengintegrasian teknologi bioelektrokimia secara sistematik dalam kurikulum sains serta peluasan modul pembelajaran ini ke peringkat menengah rendah sebagai strategi sokongan kepada pendidikan alam sekitar yang berimpak tinggi.

Abstract: The imbalance between national development demands and the urgent need for environmental sustainability calls for a paradigm shift in science teaching and learning approaches in schools. In line with the aspirations of the Secondary School Standard Curriculum (KSSM) and the National Education Policy—which emphasize the integration of sustainability education and the empowerment of green technology—this study evaluates the effectiveness of hands-on learning using Microbial Fuel Cell (MFC) technology in enhancing environmental sustainability knowledge and manipulative skills among Form Four students. The study addresses two major issues in secondary science education: insufficient understanding of environmental sustainability and low levels of manipulative skills. A one-group pre-experimental design with pre- and post-test assessments was employed. A total of 45 students from two secondary schools in Penang were purposively selected as the study sample. The instruments comprised a sustainability knowledge test and a manipulative skills assessment rubric, while the data were analyzed using paired sample t-tests via SPSS version 27.0. Findings revealed a statistically significant improvement in both domains following the intervention (p < .05), thus rejecting the null hypothesis. These results demonstrate the effectiveness of a contextual, MFC-based pedagogical approach not only in strengthening students’ understanding of sustainability issues but also in enhancing their scientific competency, in line with the goal of nurturing a skilled and sustainability-conscious generation. The implications of the study suggest the systematic integration of bioelectrochemical technology into the science curriculum and the expansion of this learning module to lower secondary levels as a strategic support for impactful environmental education.